There's No Time to Differentiate: Myth-Busting DI, Part 2
The microwave oven is a great timesaver for getting any food on the table. Yet it's a taste killer. The more I use the grill and oven to cook meals for my family, the more I experience the diversity of tastes that come from grilled or baked salmon, chicken, and burgers, plus sautéed vegetables. A microwave oven dries everything out, and thus limits the tastes. There are days when I get home exhausted with work still to be completed, but I bypass the microwave most times. I value my family's need for flavorful meals over dried-out, tasteless food that I nuked just to check off a chore. So why would I not do the same for my students by differentiating based on their needs, instead of using one-size-fits-all methods? Does one-size-fits-all really save time if students haven’t learned? In an earlier post, I looked at a few common differentiated instruction myths. Myth #1 I teach 180 students across five classes. The greater number of students means there is a higher urgency to differentiate.
• Ideas for teachers
• Enrichment in the Classroom